My latest artwork and website projects can be found on JAG85.com.
Other Projects
Updates and links in regards to my important projects.
Community Informatics Projects!
I've now begun work with Community Informatics, a facet of library and information science that's a little like social work meets computers. You can find most of my academic, web, and multimedia work on my new research and development website, a sort of sandbox, prototyping platform and activity archive.
Most of my work in Sociology was on Facebook and issues of virtual identity and representation online. As part of this I began the Facebook Project, a website linking many researchers and resources related to the famous SNS.
I hope to forever live with a relentless passion towards enjoying life to the fullest while making a positive impact on those around me in the world. In essence, I strive to create, connect, and love.
Personal Summary
Highly motivated student with strong credentials and practical experience in sociology and computer-based multi-media. Excellent leader with broad and deep success in motivating, organizing and driving activist and volunteer organizations.
BA , Honors, Sociology, University of Illinois at Urbana-Champaign
2002–2006
Senior Projects: New Revolutions: Integrating Information Technology into Contemporary Civil Rights Movements and Facebook.com: Social Computing Phenomena.
Minor in computer science
Sociology GPA of 3.61 (A-), overall GPA of 3.21 (B+), Deans List standing 3 semesters
Three methods courses: Sociology 485 (stats), 480 (surveys), and 583 (advanced qualitative)
Learned and practiced fundamental survey, ethnography and interview research skills including planning, testing, data collection/analysis and publication
Good coverage of introductory statistics, including Chi-square analysis, confidence intervals and other standard tests of statistical significance and independence
Developed additional familiarity with SPSS 14/15
Developed and pursued individual research to contribute to the Facebook Project
Worked as a teaching assistant leading a discussion group in both an online and in-person environments – made specific effort to help students in my discussion in the class
Created an honors film project demonstrating a potential distopia society
Established a valuable non-standard perspective as a progressive white thinker in a black dominated class – empowering students with additional resources and anti-white nationalist ideals
Created a plan for integrating IT into black leadership and civil rights in the AASRP program
Helped to facilitate (staff) the Race, Roots, and Resistance Conference at UIUC
You can learn a lot about my teaching experience by looking at the structure of my courses. I have designed web sites for all of the courses I teach. See details below.
Introduction to Sociology - Soc 100
Fall 2007-Spring 2008
This course covers the foundations of Sociological thought and practice. It provides background on some of the key areas of Sociology. Students also hone important life skills in this course including critical thinking, writing and understanding the social world.
Though it's a large survey course Sociology 100 has proven to be one of the most influential classes the University offers - giving students a chance to explore life from the perspective of the Sociological Imagination and see themselves as a part of the larger whole. Beyond teaching a section I help to present on stage during lectures to over 700 students and manage the website. My specific mission this semester has been to help integrate intergroup dialogue material into the section classroom format.
I decided that this year I would try my hand at teaching a majority freshman intro class. Each semester I've been benefited with fewer, smaller classes, which has really allowed me to get to know my students as people and help to connection sociology in pertinent ways to their everyday life. Teaching the course two semesters in a row has been an additional boon because I've been able to better test new lesson plans and teaching strategies.
Sociology 273 Social Perspectives on the Family - Soc 273
Fall 2007
This course reviews sociological theory used in family research, and examines some of the current developments confronting family researchers such as the rise in divorce and out of wedlock births, as well as declines in marriage and fertility. Besides these popular issues, this course also takes a look at areas of research that receive less attention such as fatherhood and father involvement.
I help to find sources, teach class, and perform administrative duties like handling email and the website. I also grade the final course paper. Beyond this I'm essentially taking the class along with the students - the topic is new to me too!
This course is designed to provide students with knowledge and skills to conduct social research as well as to offer a firm foundation so that students can produce basic social science. The topic of social research is introduced with a discussion of various methods of human inquiry and why the social sciences rely on scientific methodology. Individual reading assignments and group exercises will facilitate an active learning environment in which students will master an understanding of how social researchers structure inquiry and how researchers make observations about the social world.
During this semester, student groups complete two research projects, one quantitative based on previously gathered data, and one qualitative with self-collected ethnographic observations.
Intergroup Dialogue on Race and Ethnicity - EOL 199
Spring 2007
This course introduces students to the different aspects of race relations in the United States by having students explore the histories, social contexts, and ideas that have shaped their experiences as racial and ethnic students. We will be exploring five main areas:
Our own racial identities
Group similarities and differences
The history between our groups and its legacy for contemporary life
Institutional and cultural factors that influence individual and group experiences in the context of structural and social inequality
Roles and factors in working with and across differences
Through these objectives, we hope to achieve the following five learning outcomes:
Self-reflection
Perspective taking
Multi-layered listening
Expanding knowledge / correcting misinformation
Strong-sense critical thinking
Strong sense critical inquiry
This course uses a structured, intergroup dialogue format that requires participation in both class discourse and activities. You are encouraged to bring personal experiences and perspectives to the critical analysis of weekly readings and dialogue topics. We use experiential learning exercises in addition to the weekly readings, reflective writing assignments, and intergroup dialogue. We, as the instructors/facilitators for this course, work to create a learning environment where students can feel safe to explore the topics, be challenged by them, and engage with their fellow students.
I've been involved in numerous volunteer leadership positions over the course of my academic career. See the most important ones below - click on an item to read the details.
Planned, created, and ran the organization known as Avalanche – a community based solution to the social problem of college-age drinking
A group committed to giving students activity opportunities with which they can spend their weekend nights as a superior alternative to alcohol or drinking related activities
Established Avalanche’s presence as a large scale and highly successful community program, developed contacts and operational procedures, formed up a leadership board, managed and procured resources, designed, structured and implemented advertising plans, and finally inspired and empowered the students who took part in activities
Events ranged from small scale 15 person programs like creating valentines for the elderly to massive 130 person open mic nights – the Avalanche ‘brand name’ became well known
Helped to plan, create and run the Sociology club for the University of Illinois – a registered student organization dedicated to enacting as a resource for sociology majors, minors, and enthusiasts, as well as a provider of career and internship information, research studies and volunteer and outreach programs
Worked as an Executive Advisor and President of the group
Helped to recruit and organize numerous members, create and run the web site, and plan and execute nearly all club activities
Served for a couple of years as a graduate advisor
Volunteered as a Sexual Health coordinator and workshop presenter as part of the campus organization (an extension of the McKinley Health Foundation), planned and led many events
Served as an officer for 3 years while I lived in the residence halls – first year as a floor representative, second year as treasurer, and third year as vice president
Helped to establish many new programs and events, including volleyball, wallyball, Frisbee, swimming, and helped to lead Snyder Hall Impact, a volunteering and outreach program
Consistently provide in-depth technical support to University Housing students
Trouble-shoot real world problems, working with both hardware and software in a live in-person working environment
Explain and teach residents about campus technology policies and opportunities, answering questions of all sorts, even those unrelated to computers
Help residents learn to effectively use and trouble-shoot their own computer, as well as how to best ask for assistance with the ultimate objective of helping them learn to stand on their own
Host lab hours a few days a week working with RSC staff and helping to maintain labs
Provided floor responses to technical problems of many sorts – directly diagnosing, understanding and remedying issues involving computers, printers, phones, and networking
Helped to run the Help Desk configuration lab – conducting computer repair and refurbishing as well as mass configuration and installation operations
Spent time helping to keep the warehouse storage area clean and assisted in recycling older phased out material – learned use of warehouse tools as well as etiquette
Helped to teach employees how to use various programs and computer systems
Developing a strong foundation for web development principles and concepts
Experience programming in Visual Basic 6 and Dreamweaver MX for data driven web applications – learned crucial validation and information passing principles
Learned some basics about ASP.NET, SQL and the use of MS Access databases
Developing a strong foundation for web development principles and concepts
Received experience designing presentation diagrams, animations, graphics and design frameworks
High level of familiarity: Windows 9x/ME/2k/XP/Vista, MS Office 97/2k/XP/2k3/2k7 (Word, Excel, Power Point, Publisher, etc…), Adobe programs (Dreamweaver and Fireworks 8/CS2/CS3, and LiveMotion 2). I've used MS Frontpage/Sharepoint Designer in conjunction with MS Access and Visual Studio.NET to create data/search-driven websites.
Significant experience with several Adobe programs (Flash, Photoshop, AfterEffects, Premiere), trouble-shooting Anti-virus (Symantec & McAfee), Audio Recording/Editing software (Cakewalk Home Studio, various vst/dxi synths/pluggins, SoundForge), Windows Movie Maker, and comprehensive knowledge of all mainstream web browsers
Extensive familiarity with HTML (XHTML) and CSS; limited familiarity with C++, Java, Visual Basic 6, SQL, Javascript, ASP.NET, Flash ActionScript 2.0, and XML
In-depth knowledge of troubleshooting principles, concepts, and methods (technician skills)
Impressive web management skills, solid understanding of elegant, user-oriented design, content management and organization, and web development (web skills)
Moderate experience creating/recording/editing audio (vocal, acappella, instrumental) and filming/editing movies (producer skills)
